1. Polynomials (6 Periods)Zeros of a polynomial. Relationship between zeros and coefficients of a polynomial with particular reference to quadratic polynomials. Statement and simple problems on division algorithm for polynomials with real coefficients.

2. Pair of Linear Equations in Two Variables. (15 Periods) Pair of linear equations in two variables. Geometric representation of different possibilities of solutions inconsistency.Algebraic conditions for number of solutions. Solution of pair of linear equations in two variables algebraically by substitution, by elimination and by cross multiplication. Simple situational problems must be included. Simple problems on equations reducible to linear equations may be included.

3. Quadratic EquationsStandard form of a quadratic equation ax2 + bx + c = 0, (a ¹ 0). Solution of the quadratic equations (only real roots) by factorization and by completing the square, i.e by using quadratic formula. Relationship between discriminant and nature of roots.Problems related to day to day activities to be incorporated.

4. Arithmetic Progression 8 Periods (8 Periods) Motivation for studying AP. Derivation of standard results of finding the nth term and sum of first n terms.

Unit III : Trigonometry

1. Trigonometric Ratios (15 Periods)Trigonometric ratios of an acute angle of a right-angled triangle. Proof of their existence (well defined); motivate the ratios, whichever are defined at 0° & 90°. Values (with proofs) of the trigonometric ratios of 30°, 45° & 60°. Relationships between the ratios.

2. Trigonometric Identities (16 Periods) Prro and applications of the identity sin2 A + cos2 A = 1. Only simple identities to be given. Trigonometric ratios of complementary angles.

3. Heights and Distances (8 Periods) Simple and believable problems on heights and distances. Problems should not involve more than two right triangles. Angles of elevation / depression should be only 30°, 45°, 60°.

Unit-IV : Coordinate Geometry

1. Lines (In two-dimensions) (15 Periods)Review the concepts of coordinate geometry done earlier including graphs of linear equations. Awareness of geometrical representation of quadratic polynomials. Distance between two points and section formula (internal). Area of a triangle.

1. (Prove) if a line a drawn parallel to one side of a triangle to intersect to other two sides in distinct points, the other two sides are divided in the same ratio.2. (Motivate) If a line divides two sides of a triangle in the same ratio, the line is parallel to the third side.3. (Motivate) If in two triangles, the corresponding angles are equal, their corresponding sides are proportional and the triangles are similar.4. (Motivate) If the corresponding sides of two triangles are proportional, their corresponding angles are equal and the two triangles are similar.5. (Motivate) If one angles of a triangle is equal to one angle of another triangle and the sides including these angles are proportional, the two triangles are similar.6. (Motivate) If a perpendicular is drawn from the vertex of the right angle of a right triangle to the hypotenuse, the triangles on each side of the perpendicular are similar to the whole triangle and to each other.7. (Prove) The ratio of the areas of two similar triangles is equal to the ratio of the squares on their corresponding sides.8. (Prove) In a right triangle, the square on the hypotenuse is equal to the sum of the squares on the other two sides.9. (Prove) In a triangle, if the square on one side is equal to sum of the squares on the other two sides, the angles opposite to the first side is a right triangle.

2. Circles (8 Periods) Tangents to a circle motivated by chords drawn from points coming closer and closer and closer to the point.1. (Prove) The tangent at any point of a circle is perpendicular to the radius through the point of contact.2. (Prove) The lengths of tangents drawn from an external point to circle are equal.

3. Constructions (8 Periods) 1. Division of a line segment in a given ratio (internally)2. Tangent to a circle from a point outside it.3. Construction of a triangle similar to a given triangle.

Unit-VI: Mensuration

1. Areas of Plane Figures (12 Periods)Motivate the area of a circle ; area of sectors and segments of a circle. Problems based on areas and perimeter/ circumference of the above said plane figures. (In calculating area of segment of a circle, problems should be restricted to central angle of 60°, 90° & 120° only. Plane figures involving triangles, simple quadrilaterals and circle should be taken).

2. Surface Areas And Volumes (12 Periods)

Problems on finding surface areas and volumes of combinations of any two of the following cubes, cuboids, spheres, hemispheres and right circular cylinders / cones. Frustum of a cone.

Problems involving concerting one type of metallic solid into another and other mixed problems. (Problems with combination of not more than two different solids be taken)

4. Home Nursing And Child Development(1) Principles of Child Development, Physical and emotional needs of the growing child.(2) Formation of Habits : Eating, sleeping, toilet training, exercise and play habits.

II. Practical One PaperTime: 3 hoursMaximum Marks: 25

(1) Preparation of lunch and breakfast : Table setting.(2) Preparation of Jam Pickle.(3) Preparation of a household chest of medicines.(4) Washing and finishing of cotton and woolen clothes.(5) Preparation of two articles of decoration (one knitted).(6) Changing the safety valve of the Pressure Cooker.(7) Preparation of two charts.(8) Keeping records of Practical work done in the class.

5. Methods And Techniques of TeachingEach lesson should be well-planned by the teacher. Whatever is taught should be related to appropriate demonstration, example, illustration or practical work. Students should be helped to arrive at their own conclusion. Experimental approach is recommended. The teacher is also advised to make available a variety of booklets and other reading material on different aspect of the subject for study by the students. Where necessary, a local expert may be brought to the classroom to demonstrate and explain a particular process or activity. Recapitulation can be arranged in a variety of ways. Outdoor activities should be preplanned. Internal assessment charts should be maintained with care. The teacher should also ensure a well equipped laboratory in the school.

Prescribed Books: Grih Vijyan by HPBSE Dhamshala.

Himachal Pradesh Board Syllabus for Class 10 Social Science

Social ScienceTime: 3 hoursMaximum Marks: 85

Unit I : India And The Contemporary World-II

Themes

Objectives

Theme 3 is compulsory. Students to choose any one form the first two themes.

Sub-unit 1.1 : Events and processes:

1. Nationalism in Europe :

(a) The growth of nationalism in Europe after the 1830s.

(b) The ideas of Giuseppe Mazzini etc.

(c) General Characteristics of the movements in Poland, Hungary, Italy, Germany and Greece.

The theme will discuss the forms in which nationalism developed along with the formation of nation states in Europe in the post-1830 period.

Discuss the relationship/ difference between European nationalism and anti-colonial nationalism.

Point to the way the idea of the nation states became generalized in Europe and elsewhere.

2. Nationalist movement in Indo- China :

Factors leading to growth of rationalism in India

(a) French colonialism in Indochina.

(b) Phases of struggle against the French

(c) The ideas of Phan Dinh Phung. Phan Boi Chau, Nguyen Ac Quouc

(d) The second world war and the liberation struggle.

(e) America and the second Indochina war.

Discuss the difference between French colonialism in Indochina and British Colonialism in India.

Outline the different stages of the anti-imperialist struggle in Indochina.

Familiarize the students with the differences between nationalist movements in Indo-China and India.

3. Nationalism in India. Civil Disobedience Movement

(a) First World War, Khilafat and Non-

Cooperation.

(b) Salt Satyagraha.

(c) Movements of peasants, workers, tribals

(d) Activities of different political groups.

Sub-Unit 1.2 : Economies and

livelihoods :

Discuss the characteristics of Indian nationalism through a case study of Civil Disobedience movement.

Analyze the nature of the diverse social movements of the time.

Familiarize students with the writings and ideals of different political groups and individuals.

4. Industrialization 1850s- 1950s :

(a) Contrast between the form of industrialization in Britain and India.

(b) Relationship between handicrafts and industrial

production, formal and informal sectors.

(c) Livelihood of workers.

Case studies : Britain and India.

Discuss two different patterns of industrialization, one in the imperial country and another within a colony. Show the relationship between different sectors of production.

5. Urbanization and urban lives :

(a) Patterns of urbanization

(b) Migration and the growth of towns.

(c) Social change and urban life.

(d) Merchants, middle classes, workers and

urban poor.

Case studies : London and Bombay in the nineteenth and twentieth century.

Show the difference between urbanization in two different contexts. A focus on Bombay and London will allow the discussions on urbanization and industrialization to complement each other.

6. Trade and Globalization :

(a) Expansion and integration of the world market in the nineteenth and early twentieth century.

(b) Trade and economy between the two

Wars.

(c) Shifts after the 1950s

(d) Implications of globalization for livelihood patterns.

Case study : The post War International Economic order, 1945 to 1960s.

Sub-unit 1.3 : Culture, Identity and Society

Show that globalization has a long history and point to the shifts within the process.

Analyze the implication of globalization for local economies.

Discuss how globalization is experienced differently by different social groups.

7. Print culture and nationalism.

(a) The history of print in Europe.

(b) The growth of press in nineteenth century India.

(c) Relationship between print culture, public debate and politics.

Discuss the link between print culture and the circulation of ideas.

Familiarize students with pictures, cartoons, extracts from propaganda literature and newspaper debates on important events and issues in the past.

8. History of the Novel :

(a) Emergence of the novel as a genre in the west.

(b) The relationship between the novel and changes in modern society.

(c) Early novels in nineteenth century India.

(d) A study of two or three major writers.

Sub units 1.4 : Map Work (2 Marks)

Show that forms of writing have a specific history, and that they reflect historical changes within society and shape the forces of change.

Familiarize students with some of the ideas of writers who have had a powerful impact on society.

Unit-2 : India-Resources and Their Development

Themes

Objectives

1. Resources : Types-natural and

human; Need for resource

planning.

Understand the value of resources and the need for their judicious utilization and conservation.

Identify various types of farming and discuss the various farming methods; to describe the spatial distribution of major crops as well as understand the relationship between rainfall regimes and cropping pattern.

national economy, industrial pollution and degradation of environment, measures to control

degradation. (One case study to be introduced)

Discuss the importance of industries in the national economy as well as understand the regional disparities which resulted due to concentration of industries in some areas.

Discuss the need for a planned industrial development and debate over the role of government towards sustainable development.

8. Transport, Communication and Trade

To explain the importance of transport and communication in the ever shrinking world.

To understand the role of trade in the economic development of a country and analyze the changing.

9. Map Work ( 3 marks)

Unit- 3 Democratic Politics-II – (40 periods)

Themes

Objectives

1. Working of Democracy: Are divisions inherent to the working of democracy ? What has been the effect of caste on politics and of politics on caste ?

How has the gender division shaped politics? How do communal divisions affect democracy?

Analyse the relationship between social cleavages and political competition with reference to Indian situation.

Understand and analyse the challenges posed by communalism to Indian democracy.

Understand the enabling and disabling effects of caste and ethnicity in politics.

2. Power sharing mechanisms in

democracy : Why and how is power shared in democracies ? How has federal division of

power in India helped national unity ? To what extent has decentralisation achieved this

objective ? How does democracy

accommodate different social groups ?

Develop a gender perspective on politics

Introduce students to the centrality of power sharing in a democracies.

Understand the working of spatial and social power sharing mechanisms.

Analyse federal provisions and institutions

3. Competition and contestations

in democracy.

How do struggles shape democracy in favour of ordinary people ? What role do political

parties play in competition and contestation ? Which are the major national and regional

parties in India ? Why have social movements come to occupy large role in politics?

Understand the new Panchayati Raj institutions in rural and urban areas.

Understand the vital role of struggle in the expansion of democracy.

Analyse party systems in democracies.

Introduction to major political parties in the country

4. Outcomes of democracy

Can or should democracy be judged by its outcomes? What outcomes can one reasonably

expect of democracies ? Does democracy in India meet these expectations ? Has democracy

led to development, security and dignity for the led to development, security and dignity for the people ? What sustains democracy in India ?

Analyse the role of social movements and non party political formations.

Introduction to the difficult question of evaluating the functioning of democracies.

Develop the skills of evaluating Indian democracy on some key dimensions: Development, security and dignity for the people.

5. Challenges to democracy.

Is the idea of democracy shrinking ? What are the major challenges to democracy in India

? How can democracy be reformed and deepened ? What role can an ordinary citizen play in deepening democracy ?

Understand the causes for continuation of democracy in India.

Distinguish between sources of strength and weaknesses of Indian democracy.

Reflect on the different kinds of measures possible to deepen democracy.

Promote an active and participatory citizenship

Unit 4 : Understanding Economics-II

Themes

Objectives

1. The story of Development : The traditional notion of development ; National Income and Per-capita Income. Growth of NI- critical appraisal of existing development indicators (PCI, IMR, SR and other income and health indicators) The

need for health and educational development; Chapter 4 Human Development Indicators (in simple and brief as a holistic measure of development.

The approach to this theme : Use case study of three states ( Kerala, Punjab and Bihar) or take a few countries (India, china, Sri Lanka

and one developed country)

Familiarisation of some macroeconomic concepts.

Sensitizing the child about the rationale for overall human development in our country, which include the rise of income, improvements in health and education rather than income.

It is necessary to raise question in minds of the children whether the increase in income alone is sufficient for a nation.

How and why people should be healthy and provided with education.

2. Money and financial System:

Role of money in an economy : Historical Origin; Formal and Informal financial institutions for

Savings and Credit – General

Introduction : Select one formal

institution such as a nationalized commercial bank and a few informal institutions; Local money

causing exploitation of consumers; Rise of consumer awareness; how a consumer

should be in a market; role of government in consumer protection.

Making the child aware of his or her rights and duties as a consumer

Familiarizing the legal measures available to protect from being exploited in markets.

Suggested Activities

Theme 2 :Visit to banks and money lenders / pawnbrokers and discuss various activities that you have observed in banks in the classroom.Participate in the meetings of self help groups, which engaged in micro credit schemes in the locality of learners and observe issues discussed.Participate in the meetings of self help groups, which engaged in micro credit schemes in the locality of learners and observe issues discussed.

Theme 3 :Provide many examples of service sector activities. Use numerical examples, charts and photographs

Theme 4:Collect logos of standards available for various goods and services. Visit a consumer court nearby and discuss in the class the proceedings ; Collect stories of consumer exploitation and grievances from news papers and consumer courts.

Unit 5 : Disaster Management (25 Periods)

Tsunami

Safer Construction Practices.

Survival Skills.

Alternate Communication Systems during disasters.

Sharing Responsibility.

Prescribed Books:

India and the contemporary World-II

Contemporary India-II

Understanding Economic Development

Democratic Polities-II

Disaster Management

-Published by Himachal Pradesh Board of School Education.

Himachal Pradesh Board Syllabus for Class 10 Commerce

Commerce

Note : Any one of the following three areas can be offered :I. Elements of Business orII. Elements of Book Keeping and Accountancy or III. Typewriting-English or Hindi

(I) Elements of BusinessTime: 3 hoursMaximum Marks: 85

Objective : The objective of this paper is to provide elementary knowledge of the different aspects of business.

Due to speedy industrialisation and rapid means of communication, the use of labour saving devices is on the increase. Typewriting is one of the most commonly used labour saving devices even in remote towns. Its relevance is more pronounced in developing countries where other sophisticated labour saving devices are not available. HPBSE has decided to include the subject “Typewriting-English or Hindi” as an Elective at the Secondary level. This step has made the Scheme of Studies job oriented and need based.

(v) Study of different horticulture tools and implements and study of different spraying and dusting machine.

Practical WorkTime : 3 hoursMaximum Marks: 35

1. Measurement of the allotted land for the purpose of sowing vegetables. Each student to be provided with a plot in which he will grow one Kharif and Rabi season vegetable. He will keep the record in his practical note book.2. Identification of important weeds and annual flower.3. Preparation of Albums and charts.4. Preparation of Jams, Jellies, Squashes, Ketchups and Pickles.5. Practice in yoking and Ploughing.6. Assembling of implements and fault finding.7. Handling, securing and drenching of animals.8. Milking of cows.9. Practice in the use of plant protection equipment.10. Excursion / study tours to the places of agricultural importance.11. Preparation of seed beds.12. Identification of seeds manure and fertilizers and soils.

Prescribed Books:

Krishi Vigyan: Published by Himachal Pradesh Board of School Education

Himachal Pradesh Board Syllabus for Class 10 English Literature

English Literature Time: 3 hours Maximum Marks: 85

Section

Marks and Periods

Section-A : Reading

Two unseen passages of total 500 words with a variety of questions including 4 marks for vocabulary.

Unit 3 : Effects of CurrentPotential, Potential difference, Ohm’s law; Series combination of resistors, parallel combination of resistors; Power dissipation due to current; Inter relation between P, V. I and R.

Magnets : Magnetic field, field lines, field due to a current carrying wire, field due to current carrying coil or solenoid; Force on current carrying conductor, Fleming’s left hand rule. Electro magnetic induction. Induced potential difference, Induced current. Direct current. Alternating current; frequency of AC. Advantage of AC over DC. Domestic electric circuits.

4. To trace the path of a ray of light passing through a rectangular glass slab for different angles of incidence. Measure the angle of incidence, angle of refraction, angle of emergence and interpret the result.

5. To study the dependence of current (1) on the potential difference (V) across a resistor and determine its resistance. Also plot a graph between V and I.

6. To determine the equivalent resistance of two resistors when connected in series.

7. To determine the equivalent resistance of two resistors when connected in parallel.

8. To prepare a temporary mount of a leaf peel to show stomata.

9. To show experimentally that carbon dioxide is given out during respiration.

10. To study (a) binary fission in Amoeba and (b) budding in yeast with the help of prepared slides.

Himachal Pradesh Board Syllabus for Class 10 Tamil

Translation:A. Translation from Tamil to Hindi.B. Translation from Hindi to Tamil

Note :— Either 10 simple sentences or a passage of about five lines from the Text-Book will be given for translation.

Comprehension:A passage of about five lines from the prescribe Text-Book Tamil-II will be given out of the lessons mentioned above and the student wills be asked to answer the questions and giving meanings of four difficult words asked for.

Text:The text book will be a collection of small lessons both prose and poetry on various topics in simple style. The students may be asked to fill in the blanks, to write four lines of any poem from the text-book to write in good hand writing a passage given from the text book.

Essay Writing:Letter to father for money.Application to the Headmaster / Principal for sick leave or leave for an urgent work.

Himachal Pradesh Board Syllabus for Class 10 Telugu

TeluguTime: 3 hoursMaximum Marks: 85

1. Vocabulary:(a) Numerals : 51 to 1000 and up to one crore(b) Pronouns and their oblique forms:Such as:

2. Text Book :1. Telugu Velugu Part-II : Lesson No’s 1, 2, 3, 4, 5, 7, 8, 9, 12, 13, 15, are to be taught only. The other lessons are deleted. The above book is written by Venpat Raman Rao and published by C.I.I.L. Mysore.

3. Composition:(a) Essays : Maa Badi, Maa Uuru, Himachal Pradesh and Maa Sanchitudu etc.(b) Stories : It will be asked from the Text Book only.(c) Letters :1. Letter to father for money.2. Letter to bookseller for books.3. Application for leave.

1. Composition or Applied Art (Poster Design or Illustrations) (18 marks)2. Still Life : Making Drawing of the objects placed at a distance to finish the drawing with light, shade and shadows (Not more than three objects). (17 marks) (i). One angular shape (ii). Round shape (iii) Fruits and vegetable.

Unit 3: IT Application Students are suggested to work on the following areas using Access and HTML on topics implementing the tool covered in the course.Domains: Database

Personal Data Management System

Employee Payroll

Stock Inventory

Website Designing

Travel and Tourism

Rural India

Environment and Pollution

Note : (1) Teachers are requested to demonstrate some popular software for word processing. Presentation, Spreadsheet, Database Management, system which support Hindi and/or some other Indian language (s) (Leap Office is an example of Office suite with Indian Language Support)(2) Students are suggested to prepare some document/ presentations of their IT Application report file in Indian Language (s).

Himachal Pradesh Board Syllabus for Class 10 Drama

Drama

Theory One PaperTime: 3 hoursMaximum Marks: 50

1. Literature :(i) Study of four plays out of which at least :(a) One play should be based on history, culture, social life, economic life and development of Himachal Pradesh.(b) One play should be based on modern Indian drama on patriotic history.(c) One play should be based on Ancient Indian drama connected with our cultural heritage.(d) One play connected with social problems of Indian life i.e. family welfare, population education, dowry, untouchability, prohibition and small savings.(e) One plays intimately bound up with the formation of character and the inculcation of spiritual and moral values of service, truth, honesty, discipline, consideration for others, social responsibility and respect for all religions etc.

(ii) (a) One chapter on costume designing (about four pages).(b) One chapter on sound lighting equipment and lighting designing (about six pages).(c) Stage construction (about four pages)(d) Different types of theaters as arena, proscenium theater, open air theater, Indian classical theater.

(i) Running of school co-operative stores, book banks, San-chayika.(ii) Conducting Village Surveys with regard to illiterates, beggars, attitude towards, dowry of eligible boys, girls and parents, and preparing reports there of.(iii) Organisation of Vana Mahotsava. Sanitation and Cleanliness Days- Teachers Day, Gandhi Enrollment drive. book and Science Exhibition etc.(iv) Visiting slums and habitation of weaker sections of society in order to acquaint the students with actual living conditions and problems being faced by them.Note :— The project work is to be planned. organised and executed by the students themselves. The teacher will provide necessary guidance whenever needed.(v) Methods And Teaching Techniques.

There is a lot of scope for experimentation in teaching the subject. The teacher will have to give some thought as to the approach he should adopt in order to achieve best results. Some of the important considerations which the teacher should bear in mind while organising instructions in the subject are given below :1. Teaching should be related to the formulation and explanation of basic principles.2. It should be related to everyday experience.3. It should stress open mindedness and scientific temper.4. Emphasis should be laid on functional aspects.5. It should have relevance to society.6. Stress should be on experimental approach and self-learning rather than on teaching.7. Presentation of the basic ideas in accordance with the level of the comprehension of student should be another important consideration.8. Class-room teaching and project work should be organised in such a manner that it contributes adequately to the development of desirable social and moral values amongst students and it creates among them a hatred for anti-social and anti-moral etc.

Prescribed Books:

Samajik Punarnirman: Published by Himachal Pradesh Board of School Education.

Section-III (Civil Engineering) – 16 marks Different types of cement and their uses. Concept of qualities of sand and bajri, bricks and stones, Concept of mixes of plain and reinforced cement concrete with their applications. Mortor :— Concept of mortar’s of different types. Timber seasoning, preservation. Concept of paints and varnishes.

1. To help the pupils to develop essential knowledge and understanding in terms of :(a) Identifying needs of the self , family and community in respect of food, health and hygiene, clothing, shelter, recreation and social service.(b) Acquainting themselves with productive activities in the community (c) Understanding facts and scientific principles involved in various forms of work. (d) Knowing the sources of raw materials and understand the use of tools and equipment in the production of goods and services understanding the utility of productive work and services to the community.(e) Understanding the needs of a technology advancing society in terms of productive processes and skills.(f) Understanding the process of planning and organizing productive work.(g) Conceptualizing their role in productive situations.(h) Developing abilities for self-evaluation of performance and for entrepreneurship.

2. To help the pupils to develop skills :(a) For the selection, procurement, arrangement and use of tools and materials for different forms of productive work.(b) To observe , manipulate and participate in work practice.(c) For the application of problem –solving methods in productive work and social service situations.(d) For greater productive efficiency.(e) To enhance their working competence sufficiently so as to enable them to earn while they learn.(f) To use their creative faculties for devising innovative methods and materials.

3. To help the pupils to develop proper attitude and values in terms of:(a) Respect for manual work and regard for manual workers.(b) Socially desirable values such as self-reliance , helpfulness, cooperativeness, teamwork, perseverance, tolerance, etc.(c) Proper work ethics such as regularity , punctuality, honesty, dedication, discipline, etc.(d) Self-esteem through achievement in productive work and services.(e) A deeper concern for environment and a sense of belonging responsibility and commitment for the society. (f) Strive for excellence.

Course ContentThe content of work education comprises two parts i.e. ‘Essential Activities’ for the satisfaction of day-to-day needs of the pupils, their families and communities and an Elective Programme of productive work and services, which would result in some remuneration in cash or kind. The component of productive work practice through ‘ Elective Activities’ is most important at this stage and is , therefore, to be assigned a weightage of 70 percent of the school time-table. However , the actual selection of activities/ projects/ prevocational courses by school would depend upon the availability of natural, physical and human resources in the locality, the socio-economic background of the community and the needs and interests of the pupils.

Essential Activities:List of activities for the secondary School Stage is given below :(a) Use of bus, railway, air time-table etc.(b) Milking of dairy animals and managing allied activities.(c) Help in preparation and distribution of mid-day meal/snacks in composite schools.(d) Preparation of toys and other play materials for self and primary classes.(e) Helping school authorities in organizing exhibitions, picnics , tours and excursion, school functions, etc. and then presenting report on that.

4. First aid activities like counting of pulse, taking of temperature and bandaging of wounds after cleaning them.(a) Helping traffic police on the regulation of traffic.(b) Plantation of shady/fuel/ ornamental /avenue trees.(c) Preparation of family budget and maintenance of daily household accounts.(d) Acquaintance with common fertilizers and pesticides and their applications with appropriate equipment.(e) To be able to make efforts to know and procure transport facilities from one point to another in cooperation with Panchayat.(f) Acquaintance with common pests and plant diseases and use of simple chemical and plant protection equipment .(g) Handling farm animals for feeding, washing and general examination.(h) Studying the nutrition and health status of people in a village/city /slum/tribal area.(i) Helping in community health programmes for enhancing the nutrition, health and environment status of the community through door-to-door contact programmes.(j) Participation in adult literacy programme.(k) Helping in child-care in creche.(l) Volunteer work in hospitals and fairs , during natural disasters and accident etc.

Elective ActivitiesWork practice at this stage is to take the form of projects with sequential activities in respect of vocations in the production or service sectors. Intensive projects/ prevocational courses in diverse need and occupational areas, to be pursued over a span of time raging from a months to the entire two-years duration of the Secondary stage, are clearly the answer for this requirement.Such projects/prevocational courses are intended to lead to intensive skill formation and proficiency in work which would be conductive to increase productivity and capacity on the part of pupils to engage in work which enables them to earn while they learn . This emphasis on intensive skill formation is meant to provide a prevocational base to the work education programme at this stage and also to serve as ground preparation for the world for those pupils who terminate their studies after Class X. For those who continue their education at the higher Secondary Stage, these prevocational course will serve as preparation for vocational courses at the +2 stage . A tentative list of such projects/prevocational courses is given below.

I. Essential ActivitiesActivity 1 : Studying the nutrition and health status of people in a village /city slum/tribal area. The nutrition and health status of the people reflect and present status and future prospects of a country. Enhancement of the nutrition and health status of the people should, therefore, be the first priority of the national planning for development. Study of the factors responsible for the present status of nutrition and health will lead to acquisition of facts on the basis of the which proper planning for the enhancement of their status can be made.

II. Specific Activities1. Adoption of a village / city slum/tribal area.2. Preliminary identification of nutritional and health problems of the community.3. Preparation of questionnaire/interview schedule to elicit background and information from family such as:(a) General information : Head of the family, type of family(b) Composition of the family(c) Meal pattern of the family(d) Monthly expenditure pattern of food,clothing, housing, education, medicine, fuel, transport, saving, remittance of debt, recreation, other items.(e) Details of monthly food expenditure.(f) Food prepared at home.(g) Food given under special condition.(h) Methods of cooking.(i) Food items which are considered “good” and “not -good”.(j) Commonly occurring health problem.(k) Deficiency disease of children.(l) Other common ailments of children.(m) Commonly occurring ailments in family(n) Measures taken to get rid of the ailments .(o) Environmental sanitation problem.(p) Procedure of disposal of wastes (solid or liquid)(q) Source of water supply and mode of water storage at home.(r) Hygienic habits followed.(s) Health services available.

4. Conduct of Survey

5. Analysis of data preparation of reports on main findings in respect of :(a) Socio-economic conditions.(b) Environmental sanitation problems.(d) Malnutrition problems of children mothers and the community.(e) Undesirable, nutrition, health and sanitation practices in the community.(f) Practicable intervention measures to enhance the nutrition and health status: Helping in community health programmes and enhancing the nutrition, health and environmental status of the community through door-to-door contact programmes.

Activity 2 : Participating in the community health programme through door-to-door contact programmes.Malnutrition and infection are the major cause of the precarious status of health in the developing world. Malnutrition is not only due to poverty or non availability of food resulting from social and distributive injustice, but also due to ignorance of nutritional facts and undesirable practices.Malnutrition problems can be resolved to a great extent if judicious selection of food is made possible with in economic means and the available foods are better utilized infectious diseases are causes mainly by the lingering existence of two fundamental problems of environmental sanitation, mainly unsafe water supply and unhygienic disposal of waste, specially human excreta. The application of modern scientific knowledge t environmental sanitation can lead to 80 percent of the diseases being effectively controlled.Thus, by developing desirable nutrition, health and environmental sanitation practices in the communities, health problems can be considerably resolved. This can be achieved through environment based education for all age groups of population. A door to door contact programme is the most effective way of environment based education, without any nutrition, health and sanitation intervention, the status of nutrition, health and sanitation in the community can be enhance through functional education by door to door contact.

Specific Activities

1. Organizing a conference, inviting the sarpanch of the village, community health worker, personnel from the Primary Health Centre, Public Health Engineer and Block Development Office and discussing about the community health programmes being implemented if the adopted community and exploring the possibility of their participation and cooperation in the contact programme.2. Correlating the nutrition, health and sanitation problems in the adopted community identified from previous survey (Activity 1) with the community health programmes being implemented and preparing a check-list of specific practices desirably in the community such as :(a) Gives supplementary foods of the child from the age of four months.(b) Gives milk to the child in Katori and not in a bottle.(c) Feeds the child several times a day.(d) Feed the child even when sick.(e) Immunized the child.(f) Washes vegetables before cutting.(g) Makes use of surplus cooking water.(h) Use green leafy vegetable regularly(i) Uses raw vegetables /fruits/sprouted grains regularly.(j) Keeps the home surroundings clean.(k) Uses waste water for growing plants.(l) Throws garbage in a pit.(m) Keeps teeth clean.(n) Keeps nails trimmed and clean.(o) Keeps hair clean and combed.(p) Keeps clothes clean.(q) Defecates away from pathways, sources of water and houses.(r) Washes after defecation outside and not in pond /tank/stream.

3. Distributing families among members of the project team for door-to-door contact and preparing a time schedule for door-to door contact programmes, explaining the importance of desirable practices for better nutrition, health and sanitation and recording the practices present in the family in the checklist of desirable practices.

4. Discussing the problems encountered by the team members after every 3 contacts, analyzing why a particular desirable practice is not achieved, finding out possible solution to reinforce the programme.

5. Consolidation the records of desirable practices on the first and last contact programme for the entire community and seeing the impact of the programme on the basis of improvement in practice percentage.

6. Assessing individual performance of the project team members on the project team members on the basis of their integrity and honesty and improvement in practice percentage in the families assigned to them.

Activity 3: First Aid.

First aid is the immediate the temporary care given to the victim of an accident or sudden illness. The main purpose of first aid is to preserve life, assist recovery and prevent aggravation of the condition until the availability of a doctor, or during transport to casualty home or hospital.

Activity 4 : Plantation of Shade /Fuel / Ornamental /Avenue trees. Importance of trees for ecological balance of the environment. Local and exotic trees for various purposes. Factors affecting normal growth of the plants. Specific problems pertaining to certain tree species and their solution. Raising seedlings in the nursery, nursery management, vegetative propagation of ornamental trees. Planning layout, planting and after care.

Specific Activities 1. Identification of shade/fuel/ornamental/avenue trees.2. Preparation of herbaria of the various trees.3. Phenological observations on vegetative growth, emergence of new shoots/leaves, flowering, fruiting etc.4. Identification of seeds, seed treatment before showing in the nursery.5. Preparation of nursery beds for sowing the seeds.6. Raising seedlings in the nursery and nursery management.7. Vegetative propagation by cuttings, layering.8. Layout for planting.9. Digging pits for planting.10. Preparation of soil-manure mixture for filling the pits.11. Transfer of seedlings for plantation.12. Planting with the help of planting board or rope.13. Providing tree-guards/fencing for protection (made or iron bars/empty old drums/ thorny twigs/bricks/barbed wire/live fence, etc.)14. After care of the plants; watering, weeding mulching, hoeing, protection against disease,pests, animals, adverse weather conditions, etc.

Specific Activities1. Identification of various fertilizers, fungicides, insecticides, Weedicides bio-fertilizers.2. Identification of various parts of sprayers and dusters.3. Calibration of PP equipment.4. Calculation of doses of fertilizers, pesticides, etc. for specific purpose.5. Preparation of working solution of PP chemicals.6. Use of PP equipment.7. Fertilizers application through basal dressing, top dressing and foliar spraying.8. Use of bio-fertilizers for legume crops.9. Band placement of fertilizers in horticulture crops.10. General observations of crops/plants/after application of fertilizers/ pesticides and their comparison with the untreated ones.

Activity 6 : Acquaintance with common Pests and Diseases of Plants and Use of Simple Chemicals and Plant Protection Equipment.

Significance of pests and diseases in agriculture. Their control measures. General idea about biological and integrated control measures. Common insecticides, fungicides, weedicides. Common plant protection equipment, their construction details, simple repairs and maintenance. Precautions diseases of important field crops, vegetable and fruit crops.1. Specific Activities.2. Collection and preservation of insects, their larvae, pupae, eggs.3. Collection and preservation of diseases affected plant parts.4. Identification and description of pests and diseases of crops.5. Identification of plant protection chemicals.6. Estimation of crops damage due to pests and diseases.7. Cleaning, maintenance and simple repairs of PP equipment.8. Operation of PP equipment.9. Preparation of working solutions of PP chemicals.10. Observation of plant after application of PP chemicals.11. Comparison between the treated and untreated plants.12. Seed treatment with fungicides.

Activity 7 : preparation of Family Budget and maintenance of Daily House hold Accounts.

Specific Activities1. Discriminating between necessities, comforts and luxuries of different families.2. Preparing a list of consumable articles of the family.3. Collecting comparative prices for the required consumable articles.4. Allocating the family income on various heads.5. Preparing family budget.6. Making a comparative study of the budget of families from lower class, lower middle and middle class.

Activities 8 : Use of Bus and Railway Time Table and Other Information Sources.

Specific Activities1. Appreciating the importance of bus, railway and other time-tables.2. Collecting bus time-table from the bus stand and railway time-table from railway station.3. Studying various parts of time-tables.4. Learning procedures of consulting bus and railway time-table.Planning bus and railway journey for purposes and different destinations and routes.

1. Helping school authorities in the organization of picnics, tours, excursion and school functions :(a) Planning the program(b) Forming groups for different functions such as conveyance, food games and entertainment, collection of funds and maintenance of accounts.(c) Making arrangements/preparation of each activity.(d) Organizing/performing activities on the day of the picnic tour/ excursion, function.(e) Evaluation the success of the programme/effectiveness of the activity under-taken.

2. Helping school authorities in organizing exhibitions :(a) Planning the program.(b) Collecting/making exhibits and keeping them safely(c) Collecting suitable tables, boards, etc. for display(d) Cleaning and decorating the exhibits on proper sports according to plan(e) Doing reception duty on the day of the exhibition (f) Explaining exhibits to the visitors(g) Collecting the exhibits to the visitors(h) Collecting the exhibits after the exhibition and restoring them to their own we/the school authorities(i) Putting back the furniture, etc, in in its proper place.

Activity 10 : Participation in adult-literacy Programmes.

Specific Activities

1. Survey to the neighbourhood and identification of adult illiterates.2. Making door-to-door visits and persuading them to join literacy classes.3. Grouping the illiterates according to their age, occupation and interests.4. Grouping students on the basis of their known capabilities and interests.5. Selecting literacy materials with the guidance and help of the teacher.6. Making spatial and physical arrangements for conducting the programme.7. Making adequate preparation for teaching, including the selection of teaching aids.8. Teaching adults in groups.9. Getting together in class and reviewing the progress of work and problems, if any.10. Correcting the teaching methods and procedures in the light of experience.11. Evaluating the progress of adult literacy and maintaining records. materials, Tools and Equipment Required : Charts, maps, register, almirah, etc.

Activity 11 : material for Classroom Use.

Specific Activities

1. Identification of the concept/topic/lesson for which teaching aids are to be prepared.2. Identification of the teaching aids to be prepared-flashcards, chart, model, scrapbook, flannel board, improved apparatus etc.3. Making a plan/working drawing of the teaching aid as also a list of tools and materials required.4. Collecting materials needed for making it.5. Preparing the teaching aid under the guidance of the teacher.6. Using the teaching aid on a sample of students to find out its effectiveness and defects.7. Correcting the defects.8. Submitting it to the school authorities for use.

1. Athletics(a) Running Events – Sprints (including hurdles) and middle and long distance events Emphasis is to be laid to correct starting and finishing techniques, running action including foot plantation and body carriage.(b) Jumping Events-Consolidation of shot put and discus throw techniques and introduction of basic fundamental of javelin and hammer throws.(c) Participation in exercise schedules for improving different motor components namely speed, strength, endurance, flexibility and coordinative abilities.Note:-(i) At this stage the student has to aim for his performance attainment and hence he should select one event for specialization. More than one event be chosen only if logical relation exists between them.(ii) Introduction of basic rules related to the events.

Emphasis is to be laid on consolidation of technique and learning of basis tactical patterns. These games be Played in full size fields, if available. In case only small play area is available, these games be played in modified form.Participation in exercise schedules for improving different motor components namely speed, strength, endurance, flexibility and coordinative abilities.

Introduction of basic rules related to the games.

5. Swimming(a) Emphasis is to be laid on the consolidation of techniques of all strikes and learning of basic tactical patterns, using competitive distances.(b) Participation in exercise schedules for improving different motor components related to swimming.(c) Consolidation of water polo skills and dives.(d) Introduction to basic rules of swimming, water polo and diving.

Note : At this stage the student has to aim for high performance attainment and hence he should select one event for specialization. More than one event be chosen only if logicalrelation exists between them.